Availability of learning and teaching materials in the primary schools

This section presents the availability of syllabuses, textbooks, reference materials and their distribution among the users in the schools.

5.2.3.2.1 Availability of learning materials written in Afan Oromo

This section presents the availability of learning and teaching materials in the schools.

Table 5.15 Availability of learning materials and references in the school

Que

sti

o

n

The availability and distribution of learning and teaching materials

Teachers’ responses (n=634)

Yes No Yes, partially

f p f p f p

1 The syllabi 104 16.4 468 73.8 62 9.8

2 Teachers’ guides 218 34.4 315 49.7 101 15.9

3 The textbooks written in AO 368 58.0 111 17.5 155 24.4 4 The distribution of AO textbooks 268 42.3 81 12.8 137 21.6

5 AO references 115 18.1 417 65.8 102 16.1

6 English textbooks 280 44.2 231 36.4 123 19.4

7 English references (12) * 325 51.3 205 32.3 92 14.5 Notice: *missing, AO = Afan Oromo, f = frequency, p = percentage

The teachers’ responses to the first question show that 73.8 % of the teachers did not receive the syllabi for subjects they taught in primary schools. On the other hand, 9.8 % of them claimed they received some syllabi for the subjects they taught. This means that teachers received some syllabi for some subjects while they did not receive any syllabi for other subjects they taught in primary schools. On the contrary, 16.4 % of them remarked that they received the syllabi for the subject they taught. From the overall evidences, it is apparent that the syllabi were inadequate for the majority of the curricula that teachers taught in the primary schools.

In addition, the teachers’ responses to open-ended questions revealed that there were serious shortages of syllabi for many of the subjects they taught in primary schools. In connection to the contents of the syllabi, the respondents identified some constraints observed in the syllabi.

143

Among the key problems is that (1) contents of the syllabi lacked systematic and logical grading and (2) the times given to cover contents are not enough to complete the contents.

5.2.3.2.2 Teachers’ guide

In Table 5:15, the majority (49.7 %) of the teachers responded that there were no teachers’ guides for the subjects they taught in their schools, whereas 15.9% of them claimed that the guides were partially available for some subjects. This would mean that teachers’ guides were only available for some subjects while they were not available for other subjects taught in their schools. On the contrary, 34.4 % of the teachers reported that they received teachers’ guides for the subjects they taught in their respective schools. Similarly, from teachers’ responses to the open-ended question, the majority of them responded that there were no teachers’ guides for most subjects taught in their primary schools.

5.2.3.2.3 Students’ Textbooks

The responses to the third question show that the textbooks written in Afan Oromo were inadequately available in the schools. The results of teachers’ responses to the question revealed that 58.0 % of the teachers received textbooks written in Afan Oromo for the subjects they taught, whereas 17.5 % of them responded that they did not receive textbooks. On the other hand, 24.4 % of them remarked that they received the textbook partially for some subjects while they did not receive for others (Table 5.15).These responses, in general, reveal that there were shortages of students’ textbooks and their extent.

5.2.3.2.4 Distributions of students’ textbooks

The teachers’ responses to the fourth question reveal that 12.8 % of the teachers responded that students’ textbooks were not equally distributed to all students in their schools. In other words, there were shortages of students’ textbooks. Because of their shortages, not all the textbooks were distributed to all students. In contrast to the aforementioned view, 42.3 % of the teachers responded that all the students took all the textbooks in their schools. On the other hand, 21.6 % of them pointed out that the students partially took the textbooks (Table 5.15). This may mean

144

that some students received some textbooks for some subjects, whereas some did not receive the textbooks for other subjects in their schools. In addition, students’ responses show that on the average, 74% of them responded that they took all the textbooks individually whereas the remaining number of students took the textbooks in a group of two, three, four, or more (Table 5.39).

From the earlier mentioned points, it is possible to conclude that there were shortages of students’ textbooks written in Afan Oromo in the schools. Their shortages could greatly hinder students’ learning and hamper their academic achievements.

5.2.3.2.5 Availability of reference books

The fifth question reveals the availability of reference books written in Afan Oromo in the sample school (Table 5.15). The table shows that the majority (65.8%) of the teachers pointed out that there were no references in the subject they taught. For instance, 16.1% of them responded that the references were partially available in their schools. This would mean that references were available for some subjects while they were not available for others. However, 18.1 % of them responded that references were available in their schools.

The interviews conducted with the school directors and teachers and school observations revealed that almost all the schools had no libraries and there were no reference books in the schools. They also explicated that absence of library and reference books written in mother tongue could affect the development of teachers’ and students’ reading skills and knowledge. On the other hand, it was noted that some schools bought some reference books written in Afan Oromo, but the books were no accessible to students because of unavailability of the libraries where books would be made accessible to both teachers and students.

5.2.3.2.6 Availability of English textbooks and references

The teachers’ responses to the sixth question reveal that 44.2 % of them reported that there were students’ textbooks in English, whereas 36.4 % of them responded that there were no students’

145

textbooks written in English. The other 19.4 % of them claimed that textbooks in English were partially distributed among the students (Table 5.15).

On the other hand, responses to the seventh question show that 51.3 % of the teachers responded that the reference books written in English were available. Of the respondents, 32.3% of them reported that there were no references, but 14.5% of them responded that references were available for some subjects while they were not for others.

In general, the evidences reveal that there are shortages of references written in English in the schools. The schools have lacked adequate and relevant references that could help children develop their knowledge and skills in the subjects they learn in their schools.

5.2.3.2.7 Textbooks-students ratio

This section reveals the ratio of textbooks to students in the primary schools. It also portrays teachers’ responses regarding the distribution of students’ textbooks.

Table 5.16 Teachers’ views about ratio of textbooks to student in the classroom

Teachers’ responses ( n= 634)

Ratio 1:1 1:2 1:3 1:4 1:5 Other

Frequency 263 195 70 51 45 10

Percentage 41.5 30.8 11.0 8.0 7.1 1.6

The data in Table 5.16 show that 41.5% of the teachers reported that the textbooks were given to students at a ratio of one-to-one, whereas 30.8% of them remarked that one textbook was given to two students. Of the teachers, 11% of them responded that one textbook was used among the three students while 8% and 7.1% of them responded that one textbook was distributed among four and five students respectively.

On the other hand, students’ responses to the questionnaire reveal that 74% of the students responded they received the textbooks individually for the subjects they studied, whereas some responded that they received the textbooks in a group of two or more (Table 5.39).

146

In general, the data reveal that distributions of textbooks among the students were disproportionate. There were cases in which a group of two to five or more students shared one textbook. This may imply that there were shortages of textbooks in the schools (Table 5.17). Lack of students’ textbooks can have negative impacts on students’ learning and success in their academy and they could not be good achievers.

5.2.3.2.8 Teachers’ views regarding content related challenge in textbooks and syllabi written in Afan Oromo

This section discusses problems observed in learning and teaching materials written in Afan Oromo.

Table 5.17 Content related problems in textbooks and syllabi

que

sti

on

Content related challenges

( n= 634), Teachers’ responses

Yes No Not sure

f p f p f p

9 Content related problems in textbooks _{253 39.9 365 57.6 16 2.5} 11 Content related problems in Syllabi _{130 20.5 396 62.5 108 17}

Notice: f= frequency, p= percent,

The ninth question inquires whether textbooks have contents related problems. Regarding this, 57.6% of the teachers asserted that textbooks had no content related problems. On the contrary, 39.9 % of them remarked that the textbooks had content related problems, whereas 2.5% of them responded that they were not sure whether the textbooks had contents problems (Table 5.17). With reference to the syllabi, 62.5 % of them stated that the syllabi had no content problems while 20.5% of them asserted that the syllabi had problems with reference to their contents. The remaining 17% of them stated that they were not sure whether the syllabi have content problems or not (Table 5.17).

In general, although most teachers stated that students’ textbooks and syllabi had no content problems, some believed that textbooks and syllabi had problems in relation to their content. The

147

interviews conducted with the teachers also confirmed that textbooks and syllabi had also problems in the aspects of dialect, providing an explanation and presenting content in logical grading.

5.2.3.3 Teachers’ views about levels of the relevance and difficulty of words, concepts